THE ROLE OF PARENTS IN TEACHING THE SECOND LANGUAGE

By Group 2:

Gloria Tuuk (19403023)

Ichiko Wenas (19403043)

Merlina Santi (19403057)

ENGLISH EDUCATION DEPARTMENT

MANADO STATE UNIVERSITY

TONDANO

2021
Abstract

Children cannot achieve the language by themselves, specially their second language. A big
role even, the whole factor that determined children to achieve their second language. This
paper won’t necessarily explain how children that need to achieve English language as their
second language, but it’ll talk about the children in general. Not into a specific language, or
even a certain area, since there is no instruction to us for giving any new things to be added,
but just to explain the topic in general. The role of parents in children achieving their second
language is most likely as the teacher. And the specific role about that are contains the first
basic skills that support them to understand a language. For instance, the listening skills when
they first know something from their parents regardless the giving birth and then activities.
From that, we also noticed that there are externalities that can be particular factors that can
determine how well the children can achieve their second language. The role of parents in
external factors can be a teacher that teach the filter on how well the language fits the society.
Background

This paper is conducted in order to fulfill our first task in the “English for Young Learners”
subject in our 5th semester. Based on the group’s order, group 2 have the opportunity to
explain about the role of parents in teaching their children to achieve their second language.
Just like in the abstract, this paper will not have a restriction subject just like only for English
learners that is the children, or only in a certain area. In general, we know that role of teacher
in supporting their children achieving the second language is teaching them by internal and
external things in specific. The parents here classified as the teacher of their children because
they are the only people that can act about how their children will achieve the understand of
their second language in terms of supporting them materially, making filters, etc., regarding
their internal and externalities. This paper will only explain to you the basic also the general
things on the things we have already recognized before to you.

Method

We used the ground theory as refers to not necessarily copying another sources, but to place it
and paraphrase it into the exact explanation. We will use the theory that already existed
before, not just that but also the research paper from another researcher regarding our topics.

Main Discussion

Fyi;

There are three aspects of parenting have been highlighted as central to children’s early
language and learning: (1) the frequency of children’s participation in routine learning
activities (e.g., shared bookreading, storytelling); (2) the quality of caregiver-child
engagements (e.g., parents’ cognitive stimulation and sensitivity/responsiveness); and (3) the
provision of age-appropriate learning materials (e.g., books and toys).

Early and consistent participation in routine learning activities, such as shared book reading,
storytelling, and teaching about the letters of the alphabet, provide children with a critical
foundation for early learning, language growth and emergent literacy. Routine activities
provide young children with a familiar structure for interpreting others’ behaviors and
language, anticipating the temporal sequencing of events, and drawing inferences from new
experiences. Moreover, engagement in learning activities expands children’s vocabularies
and conceptual knowledge. In particular, shared bookreading, as well as the sharing of oral
stories, facilitate young children’s vocabulary growth, phonemic skills, print concept
knowledge, and positive attitudes toward literacy.
Researchers agree that parenting is multiply determined by characteristics of both parents and
children. In terms of parent characteristics, parent age, education, income, and race/ethnicity
(to name a few) have all been shown to relate to the three aspects of parenting discussed
above. For example, compared to older mothers, teen mothers display lower levels of verbal
stimulation and involvement, higher levels of intrusiveness, and maternal speech that is less
varied and complex. Mothers with fewer years of education read to their children less
frequently and demonstrate less sophisticated language and literacy skills themselves, which
affects the quantity and quality of their verbal interactions with their children. Parental
education, in turn, relates to household income: poverty and persistent poverty are strongly
associated with less stimulating home environments, and parents living in poverty have
children who are at risk for cognitive, academic, and social-emotional difficulties. Finally,
Hispanic and African American mothers are, on average, less likely to read to their children
than White, non-Hispanic mothers; and Spanish-speaking Hispanic families have fewer
children’s books available in the home as compared to their non-Hispanic counterparts. These
racial and ethnic findings are likely explained by differences in family resources across
groups, as minority status is often associated with various social demographic risks.

Child characteristics, such as gender and birth order (as two of many examples), have also
been linked to early measures of language and learning. For example, girls tend to have a
slight advantage over boys in the early stages of vocabulary development, and studies have
documented that families spend substantially more time in literacy-related activities with girls
than with boys. Firstborn children have slightly larger vocabularies on average than their
later-born peers. Further, mothers differ in their language, engagement and responsiveness
toward their second- and laterborn children, with input favoring firstborns.

Important thing we need to know;

There exists irrefutable evidence for the importance of children’s early language and learning
for later school readiness, engagement and performance. Children’s experiences at home are
critical to early language growth and learning. In particular, three aspects of the home literacy
environment promote children’s learning and language: learning activities (e.g., daily book
reading), parenting quality (e.g., responsiveness), and learning materials (e.g., ageappropriate
toys and books). Additionally, parents with more resources (e.g., education, income) are
better able to provide positive learning experiences for their young children. Finally, children
also play a key role in their own learning experiences, as exemplified by links between child
characteristics and parenting behaviors. Children affect parents just as parents affect children;
it is therefore critical to acknowledge the transactional nature of children’s early language and
learning experiences.

Another sources stated that;

He present literature review showed a lack of research in examining attitudes towards
language heterogeneity. There are many studies that focus on attitudes towards inclusion in
general or with a focus on special educational needs, but relatively little research focused on
pupils with language barriers. However, according to scientific literature, lacking
competences in the language of instruction can be seen as a significant learning barrier. The
purpose of the current study was to determine the attitudes of in-service teachers, pre-service
teachers and parents towards the inclusive schooling of pupils with different language skills
and how the participants perceive their development in different school settings (fully
included, partly included, fully segregated) which have recently been installed in Austria.

Results indicate that in-service teachers’ and parents’ attitudes towards teaching pupils with
different language abilities in composite classes tend to be neutral while pre-service teachers’
attitudes are rather positive. This might underpin earlier studies indicating that the general
philosophy and the normative idea of inclusive schooling is seen to be important for teachers
but attitudes are more reserved when it comes to practice in the teachers’ own class (see e.g.
Schwab 2018; Hecht, Niedermair, and Feyerer 2016). However, it also indicates that there
exists reservation within the inclusion of pupils with migrant background. As Austria is
placed in a multilingual, multicultural and multi-ethnic society it is important that diversity is
positively valued from its population.

One possible explanation for the differences in attitudes of the three groups can be higher
awareness of possible challenges of in-service teachers in the context of language
heterogeneity as they have to deal day by day with teaching those students. The question
arises how to reduce this effect - for example, further training of in-service teachers or a
better preparation during teacher training can be contemplated. Taking this into account,
Austria has therefore established a new concept of teacher education where inclusive
competences of pre-service teachers should be acquired (Braunsteiner et al. 2019) as it was
proven that teacher education has a relevant effect on in-service teachers’ attitudes
(Symeonidou 2017). These are very important aspects as the implementation of German
language tuitions and support classes and German language tuition and support courses is
new in Austria. This involves that also and teachers have to get prepared to teach not only
within heterogeneous classes but also within these new integration settings. As it was further
found out that teachers’ attitudes towards inclusion decrease over time (Mintz et al. 2020) it
is of major importance to focus on the pre-service teachers. They may need additional support
to transfer their skills from teacher education to the classroom. For parents, however, it might
be possible to include awareness programs too. They also need to realise also the advantages
of inclusion for their own child and also other children. Referring to the findings of Esses,
Hamilton, and Gaucher (2017) parents’ attitudes towards immigrants in general tend to be
rather negative. So it should not be forgotten to focus as well on parents’ attitudes as they
play a certain role in promoting inclusive education from an external position. Not just for
ethics, social inclusion and social justice, providing the best learning opportunities for all
pupils is important also for the inclusion in future labour market. Giving all students the
maximum possibilities for their social, emotional and especially learning development seems
to be important for Austria’s future. Furthermore, it is crucial that teachers are aware of the
fact that many pupils with migration background sought refuge due to wars and maybe some
of them experienced trauma (Plutzar 2016). Due to this, education systems have to sensitise
teachers to these aspects. Moreover, in such special situations, education systems have to
support teachers in the form of appropriate resources within these heterogeneous settings as it
was found out that they play a certain role in the context of the teachers’ attitudes within the
inclusion of pupils with different language abilities (Gitschthaler et al. 2020).

According to the present results, the migration background of pre-service teachers and parents
(speaking either a second language other than German or German and another language as
second language) has a positive influence on the participants’ attitudes These findings are
consistent with those of Glock and Kleen (2019). The question rises as to whether there is a
need to improve the understanding and openness for cultural diversity during teaching
education or in further training, especially for people without migration background.

The internal factor:

This includes physiological factors, namely the physical condition and state of physiological
functions. Physiological factors are very supportive or background learning activities. A
healthy physical state will have more influence than a less healthy body. To keep the physical
state health, nutrition should be enough. This is due, lack of food levels will result in a weak
physical condition that resulted quickly sleepy and tired. Nutrition should be enough. This is
caused, lack of food levels will result in a weak physical condition that resulted quickly
sleepy and tired

The external factors:

namely factors from outside the child's self that influence the learning of children, which
among others came from parents, schools, and society. a) Factors that come from parents
Factors that come from this parents is primarily as a way of educating parents against their
children. Whether parents educate in a way or type that each has its own good and there are
also shortcomings. In this connection, the Teacher Writing Team of Teachers School
Teachers of East Java (1989) mentions, "In the association in the family environment should
be transformed into educational situation, that is when parents pay attention to children, such
as children reprimanded and given praise." motivation, attention, and caring parents will give
the spirit to learn for children. b) Factors derived from schools Factors that come from
schools, can come from teachers, subjects taken, and methods applied. Teacher factors are
often the cause of children's learning failure, which is related to the teacher's personality, his
teaching ability. Against subjects, as most children focus their attention on the interest, thus
resulting in the value obtained not in accordance with the expected. Skills, abilities, and the
willingness of children to learn cannot be separated from the influence or interference of
others. Therefore it becomes the teacher's duty to guide the child in learning. c) Factors
derived from the community Children cannot be separated from community life. Community
factors are even very strong influence on children's education. The influence of society is
even difficult to control. Support or not support child development, society also influence. In
addition to some internal and external factors above, the factors that influence learning
outcomes can be mentioned as follows: a. Interests A person who is not interested in learning
something will not work well, but if someone has an interest in the subject matter then good
results can be expressed. The problem is for a selective educator in determining or choosing a
subject matter or subject matter that attracts students. Next pack the selected material with an
interesting method. Therefore educators teachers need to recognize the characteristics of
students, such as socio-economic background, beliefs, abilities, and others b. Intelligence
Intelligence plays an important role in determining the success or failure of a person. People
are generally better able to learn than people who are less intelligent. Various studies show a
close relationship between the level of intelligence and learning achievement in school
(Sumadi, 1989: 11). c. Talent Talent is an innate ability as a potential that needs to be trained
and developed in order to be realized (Utami, 1992: 17). Talent requires training and
education for an action to take place in the future. In addition to talent intelligence is a factor
that determines the success or failure of a person in learning (Sumadi, 1989: 12). Learning in
a field that suits his talent will increase the chances of someone to succeed. d) Motivation
Motivation is an impulse that is in the child to do something action. The magnitude of
motivation is influenced much by the needs of individuals who want to be met (Suharsimi,
1993: 88). There are two kinds of motivation: intrinsic motivation and extrinsic motivation.
Intrinsic motivation is the motivation generated from within the person concerned.
Meanwhile, extrinsic motivation is the motivation arising from external stimuli or motivation
caused by factors from outside the learning situation, such as numbers, diplomas, levels,
rewards, competition, contradictions, satire, scorn and punishment. This motivation is still
needed in school because not all lessons according to students' interests and needs.

Conclusions

From the above theoretical studies, it is known that the factors that influence student
achievement in outline sourced from two factors that is factor internal (sourced from within
students) and external factors (sourced from outside student self). Family factors or parents
are one of the external factors (outside the student self) that affect the learning achievement
or achievement learn. With other words of the parent directly or indirectly will be very
determine the achievement that will be obtained by students in following the learning. Parents
who are less supportive and do not motivate learning for children will hinder children's
learning achievement.

Closing Statement

As for this paper, hope this can be a base for our lecture to give our score. Not just that,
hopefully this paper will also give information as this can be useful for those who need this
information regards, or to read as matter-bank from the audience. This paper also is not
perfect in every point of view, so we hope that there will be a constructive feedback from the
reader. Thank you.
References

Kast, J., & Schwab, S. (2020). Teachers’ and parents’ attitudes towards inclusion of pupils
with a first language other than the language of instruction. International Journal of
Inclusive Education, 1-20.

Tamis-LeMonda, C. S., & Rodriguez, E. T. (2008). Parents’ role in fostering young

children’s learning and language development. Encyclopedia on early childhood
development, 1, 1-11.

Emi. (2019). The Influence Of Parents’ Role Toward The Students Achievement In Learning
English ( A Descriptive Research At Smk Muhammadiyah 4 Tallo)